"""Together: equal in dignity and rights"" was a two year project (September 2018- August 2020) focused on migration issue and global refugees emergency. It involved three High Schools ( IIS Tartaglia Olivieri, Brescia, Italy; Lycéè Des Metiers Du Tourisme Cordouan, Royan, France; Geniko Lykeio Moudrou, Limnos, Greece) based in three different social contexts: the first one on the west French Atlantic coast, away from the immigration emergency, the second one in Northern Italy, where there is a high percentage of foreign workers and students, the third one in the forefront, in the centre of the Aegean Sea. Thanks to a two year extracurricular course, students (aged 15-19 years) examined in depth the identity/diversity topic, focusing first on the National and then on the European and Global situation. By sharing on the Twinspace their works and meeting face to face during mobilities, students experienced the difficulties and the attractiveness of meeting people with different cultures. Through meeting experts and volunteers from NGOs that fight against intolerance and discrimination, students found inspiration and courage to become responsible and socially active citizens, able to affect the people responsible of human rights violations both inside and outside the school. Through workshops, role playing and group work students felt protagonists of the educational activity and engaged both on the rational and the emotional level. The students involved in the three schools: - got aware about their and others' rights - identified the causes of violations of rights (in particular migrants’ rights) and learnt how to deal with them - thought about concrete actions in order to prevent violation of human rights at school - supported fight against discrimination and promoted equality - improved their citizenship skills and ability to take part to democratic national and European decision making process - improved English skills - understood how European identity is based on the principles stated by the Charter of Fundamental Rights of the European Union. With the help of teachers, experts and local Associations committed in the field of social inclusion, students did concrete actions to promote tolerance on a local level and they helped other students and citizens to understand that all the cultures in the world have value .Thanks to a cautious management, we could involve in mobilities and all project activities students and teachers in addition to the number planned and financed. Two of the three planned mobilities were realized (to France and to Greece). The last one, that had to be held in Italy in April 2020, was cancelled because of the pandemic. In order to complete all the project activities and let students share the material they had prepared before the last mobility, the coordinating school replaced this activity with a virtual mobility, that took place in June 2020. Because of the Covid emergency the final event, an art exposition that had to be held in the Brescia’s MO.CA museum, was transformed into a video-exhibition showing all the works made by student attending classes involved in project activity by peer-to-peer actions. All the project activities and products have been illustrated by open source presentations and videos now published in the project web site (https://sites.google.com/tartaglia-olivieri.eu/erasmus-togheter/home?authuser=0 ), including descriptions of activities organized by Ms Masserdotti, the psychologist who worked with the Italian group of students. We wish it will allow other teachers to be inspired, to renew their teaching methods and to share our effort to build a peaceful and inclusive society."

People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.

The SAFTAS partnership was imagined in order to foster a strong motivation to learn for our students and a dynamic incentive to create for our teachers. The schools involved in the partnership face the same challenges eventhough geographically we belong to different worlds. Some of us are inner city schools others are located in smaller towns, but our students are all the same, and as teachers we all try to create innovative ways to help them learn and be ready for the world of tomorrow. We have in common a passion for creative learning and we strongly believe that students need to build strong interpersonal skills and find ways to think clearly and express themselves and their individualities at the best of their possibilities.Our three year project developped around two areas of expertise had as a main objective to provide for learners opportunities for self expression, critical thinking, careful research and discovery, combined with the challenge of a competition. Cinematography and drama would provide a secure framework for our students to develop reading, writing, listening and speaking in a foreign language. They could thus develop communication skills in English first of all, but also in a second foreign language as they would have the opportunity to share ideas, work together, be hosted in European families and experience memorable moments together . Languages and multiculturality were indeed at the heart of our project. What's more, our students would build technical and professional skills around those two areas of expertise. The partnership included six schools from six different countries were part of the SAFTAS project :- LPO d'Estournelles de Constant, general, technological and vocational highschool situated in the semi-rural town of La Flèche - pop15241 - located in the rural area of Sarthe, in the west of France. There are 1350 students in total who come from all the neighbouring villages and towns. Most students come from modest families where they cannot afford international travel.- Fatin Rüstü Zorlu Anadolu Lisesi, a high school founded in 1994. It is located in Kartal district of İstanbul, Turkey. It has around 700 students, 40 teachers, 3 administrators and a principal. Although they are academically successful, most students come from poor districts where they cannot afford to join international activities.- Istituto Superiore Gentileschi, Artemisia Gentileschi is a coeducational secondary school and sixth form located in Naples, Italy. It sits in the midst of Naples bustling metropolitan area. There are currently approximately 900 pupils aged 14-19 in the school, 89 teachers,20 assistants, and 5 support staff, all from different cultural, social and religious backgrounds- IES As Barxas, secondary school formed by 48 teachers who teach 526 students , aged 12-18 and distributed in 21 groups. One of them being Sport Vocational Training Studies and all the rest Secondary school, with 4 groups of A levels. The school is situated in a rural area by the sea, 15 km. away from Vigo, the most important city in the south of Galicia. - Zespół Szkół Ogólnokształcących nr 4 in Bydgoszcz is a public, pre-secondary and secondary school for pupils aged between 13-18 years old. It is located in the Kuyavian - Pomeranian district of Poland. There are 377 students and 42 teachers. The curriculum covers different areas, It also tenders individual tutoring for students with special needs.- Nea Peramos Senior High School (Geniko Lykeio Neas Peramou) is a State General Education School offering students a three-year curriculum of both general education subjects and orientation subjects in Humanities, Science and Technology. - The students had to apply for the opportunity to be part of the mobility projects, write letters of motivation.- They learnt to become jury members for a festival.- They met and worked with professionals, interviewed them.- They designed promotional campaigns and worked on post production. - They interviewed and invited Costa-Gavras to be the President of the final festival in La Flèche. - They organized the final festival in France, planned the activities.- They performed their plays in competitions.- They showed their films in competitions.- They made films together with their European partners.- They staged plays with their European partners.- They participated in learning mobilities with their European partners.- They attended workshops and visited theaters.- They took part in working with professionals.- Some students were offered work opportunities in the field of cinema.The students who didn't take part in the mobilities contributed to the project in each school of the partnership as each partner had built a team of teachers who contributed to the project in the individual schools. Students with disabilities or those who were in danger of leaving school early were included.

"The proposal is related to the utilization of cultural heritage in education, by integrating the strategy of gamification in the modern school. As technology influences and is influenced by culture, and in this context, dialogue between them is more relevant and imperative than ever. The integration of this strategy is dictated by both pedagogical and socio-economic reasons, which stem from the influence of science and technology in the modern world. The digitization of cultural heritage and its integration into various subjects in school should go with an integrated approach to cultural heritage that, instead of isolating it from everyday life, encourages interaction between it and civil society.The term Gamification refers to the use or integration of mechanisms or features of electronic games in activities that are not exclusively related to the game. The technique that initially appeared in the business world gradually made its appearance in education as well. It is a process that uses techniques and methods that we encounter in games in order to increase the participation and commitment of learning subjects towards the learning process that is evolving.According to research from the Massachusetts Institute of Technology entitled ""Moving learning games forward"" (Klopfer, Osterweil, & Salen, 2009) which examines the principles of gaming and how they can be applied in education, the dynamics of games in Education stems from their impact in three areas: cognitive, emotional and social. The elements that make up the concept of Gamification are the plot, the reward, the status, the community, and the challenge. Taking into account the need to create a balanced relationship between heritage and economic and technological development, and the need to implement awareness-raising, education and training activities of the school community, our project aims to contribute to the awareness of cultural heritage through modern strategies and tools that promote the digital skills of tomorrow's citizens. The project aims to bring together educators, members of organizations and young people in order to highlight a best practice that will be used in the field of education and to train participants in new methods and digital skills. It will take place transnationally, as partnerships can enable organizations to identify and collaborate with target groups, gain expertise and access to additional and complementary resources, and deliver high quality results.This proposal highlights the positive effects of heritage investment in many areas of development and public policy, including social cohesion and the information society (eg through the digitization of collections or gamification).The above will be achieved through the creation and dissemination of digital version and digital application for mobile phones and tablets with integrated cultural heritage sites (objects, sites, ancient theaters, virtual tours) and educational activities in the form of play. The application will be utilized through a pilot implementation in the school community in various subjects and in non-formal education.During the pilot implementation, there will be support for teachers and members of youth organizations in the methodology of utilization of cultural heritage in education through the gamification strategy. Participants will become familiar with the social content of learning and will act as multipliers in their schools and organizations.Project activities include: online cooperation, two short-term Learning Teaching Training Activities, and three multiplier events for the two intellectual products.The project will be the result of a partnership between NGOs, a University institution, Secondary schools and a private enterprise. In particular, the following will participate:• Department of Philology, Democritus University of Thrace, Komotini Greece• NGO I.CO.N (Inclusion in COmmuNity), Rhodes Greece (applicant organization)• School, Geniko Lykeio Iasmou, Rodopi, Greece• SME V.E.M. SRLs, Pellaro Calabria, Italy• Istituto Istruzione Superiore ""P. Mazzone"" school, Roccela, Calabria, Italy• NGO Associació Meraki Projectes de València, Valencia, Spain• IES El Sobradillo School, Sobradillo, Tenerife, Spain• NGO Edrase Chalki, GreeceThe target group is: a) about 60 teachers of Secondary Education from the participating schools who with voluntary participation will be trained and will pilot the tool / digital application that will promote the integration of cultural heritage in the teaching process through various subjects and strategy of gamification b) 60 young people, members of organizations."

Nutrition and education are closely interlinked. Good nutrition during teenage is important for healthy growth and development and schools are the natural development zone for nutrition education. So, food has to be taught as a course for many reasons.The objectives of the project which were achieved to the fullest extent after the completion of the program were:1.to research into what our students prefer eating at school today and how this affects their lives;using their favourite means of finding out about things,ICT, they will produce a database (videos, statistical data) to be analysed in all relevant subjects. The findings used to create, among others, a Food on Body Anatomy Board,and an ethical process of approaching food 2.to learn what their ancestors' food habits and their effects were, how we can transfer and adapt the best nutritional habits into modern school life, exchange them among partnercountries and produce basic, healthy and simple recipes for school food favourites. 3.to create a European Food Ethos Course that will be both essential for the students' lives and attractive to them because it will involve themselves and their own skills and activities. Schools from Greece, Cyprus, Slovakia, Spain and Turkey were the partners in this project. The students' ages which was the main target group, were from 13 to17.The activities that have taken place in our project are:1) Logo creation in partner schools, 2) short videos made by the students showing what they eat and explaining what it contains, their eating-in-school habits, 3)school events to announce the project objectives, in order to attract the local interest of all stakeholders 4)Creation of the project Website, with all information on the project goals, activities and outcomes, 5) questionnaires about present and past eating habits 6)research what they eat in each institution within the school curriculum subjects, 7)a Food & Body Anatomy Board 8) Creation of various easy eat-in-school recipes at partner schools, with a combination of past and present, into a Cookbook and E-book of Recipes,9) Research and evaluation of regulations on School canteens & restaurants, 10) a Food Ethos Course draft to pilot test, 11)The FOOD ETHOS course in print and e-book,12)Specific Dissemination Days, 13) a public Event to celebrate the Course, with a European banquet of all partner foods and of the course outcomes, as an homage to the Year of European Cultural Heritage.The produced results of the project are:• the Food Ethos Course which is both in print and in online (e-platfom) • the recipe book which contains recipes from all countries. It includes the ingredients, the way they are prepared and their degree of difficulty. These recipes were prepared by the children themselves with the help of the adults in case the degree of difficulty was high. In this recipe book there is a whole chapter with recipes that have chocolate as one of the ingredients• a Food Anatomy body map that shows and describes foods that help different parts of the body. So it is a useful diet guide according to the needs of each individual• the website of the program (https://erasmusfeeds.weebly.com/) which includes all the results of the program in digital format. Of course, due to the website space, there is only a part of all the works of the students - partner schools. Many of these tasks are also available on school websites• questionnaires about the eating habits of the present and the past from which useful conclusions were drawn in presentations which are posted on our websiteThe course is expected to reach a target group of more than 100 schools and 2000 beneficiaries, students, staff, parents, stakeholders. The potential longer term benefits for all participants can ensure that in future schools can make healthier choices and have access to whole, affordable, nutritious foods while students will become aware of healthy eating and will change their eating habits according to what we have mentioned, recorded during the project.That is why we need to put food education back in European schools: because we value our students and their prospects for long, healthy, and happy lives.